E-learning from the perspective of teachers at the University of Zagreb Student paper E-learning from the perspective of teachers at the University of Zagreb INFuture conference Zagreb, 2013 Anamaria Kudrna & Lana Ljevaković Department of Information and Communication Sciences Faculty of Humanities and Social Sciences

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 5)Results 6)Conclusion 7)References 8)Post research

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 1)Summary - our research in short 2)Introduction 3)Hypothesis 4)Method 5)Results 6)Conclusion 7)References 8)Post research

SUMMARY: SUMMARY: our research in short PURPOSE: o investigate teachers’ attitude about e-learning TARGET: o teaching staff of the faculties of the University of Zagreb TOOLS: o online survey ASSUMPTION AND RESULTS: o based on SRCE’s research 1)motivation and interest exists 2)support and technical infrastructure lack 3)different needs, depending on the field of study

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 2)Introduction - why and what about e-learning 3)Hypothesis 4)Method 5)Results 6)Conclusion 7)References 8)Post research

INTRODUCTION: INTRODUCTION: why and what about e-learning IMPORTANCE: o improvement of IT, widespread of internet o inevitable trend in education o integral enhancement of standard education SRCE’S STUDY: o (University Computing Centre) - annual e-learning survey at UNIZG KEY ELEMENTS OF E-LEARNING: o technical framework (out) o faculty support (SRCE) o teacher’s motivation (we) o student participation (L. Pavišić)

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 3)Hypothesis - how, why and what we assumed 4)Method 5)Results 6)Conclusion 7)References 8)Post research

HYPOTHESIS: HYPOTHESIS: how, why and what we assumed SOURCE (SRCE): o faculty administration affects techers’ attitude towards e-learning o University ‘s support for participation would be motivating 1ST ASSUMPTION: o teachers’ motivation and interest in e-learning exists 2ND ASSUMTION: o teachers lack incentive and support in implementation of e- learning into their courses 3RD ASSUMTION: o teachers at technical and natural sciences faculties would be more prone to using e-learning than teachers in the social and humanistic field of study

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 4)Method - which tools we used and how we got the data 5)Results 6)Conclusion 7)References 8)Post research

METHOD: METHOD: which tools we used and how we got the data TOOLS: o Google Form online survey QUESTIONS: o 20 questions about e-learning, in 4 categories: 1)demographics 2)activity and awareness 3)external incentives 4)ambition, motivation and attitude DATA PROCESSING: o collected through the survey o organized in a spreadsheet o sorted and filtered o correlations between certain data groups were calculated

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 5)Results 5)Results - what the data showed 6)Conclusion 7)References 8)Post research

RESULTS: RESULTS: what the data showed AGE: o mostly middle aged

RESULTS: RESULTS: what the data showed ACADEMIC RANK: o mostly assistants

E-LEARNING USE: o largely depends on the faculty

RESULTS: RESULTS: what the data showed TRACKING NEEDS: o most would like to track student activity

RESULTS: RESULTS: what the data showed COMPUTER USE: o vast majority uses

RESULTS: RESULTS: what the data showed ORDER AND SUPPORT: o majority does not receive

RESULTS: RESULTS: what the data showed OPINION ON QUALITY: o most have a positive opinion

RESULTS: RESULTS: what the data showed INTEREST TO LEARN: o most are motivated

RESULTS: RESULTS: what the data showed TIME TO LEARN: o majority has time

RESULTS: RESULTS: what the data showed FIELD OF STUDY: o HUM and SOC most, ART and BIOMED least

RESULTS: RESULTS: what the data showed AWARD AWARENESS: o most are aware of awards

RESULTS: RESULTS: what the data showed COMPUTER USE: o vast majority uses

RESULTS: RESULTS: what the data showed USAGE AND AGE: o not dependant

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 5)Results 6)Conclusion 6)Conclusion - how we interpreted the data 7)References 8)Post research

CONCLUSION: CONCLUSION: how we interpreted the data RESULTS: o e-learning use o largely DEPENDS ON THE FACULTY o does not depend on teacher’s age o most teachers are NOT ORDERED AND SUPPORTEd to use it o most teachers o use COMPUTERS o would LIKE TO TRACK student activity o LIKE the idea of e-learning o are MOTIVATED and HAVE TIME to learn it o are aware of awards o field of study o HUM and SOC most o ART and BIOMED least CONCLUSION: 1)motivation and interest exists (confirmed) 2)support and technical infrastructure lack (confirmed) 3)different needs, depending on the field of study (TECH and NAT has most need) (partly refuted)

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 5)Results 6)Conclusion 7)References 8)Post research

REFERENCES: REFERENCES: what we used for research o Centar za e-učenje. Rezultati ankete o e-učenju na Sveučilištu u Zagrebu (prosinac godine). May ucenje/Sveuciliste_u_Zagrebu_Anketa_e_ucenje_2012_Rezulta ti_ pdf ( ) ucenje/Sveuciliste_u_Zagrebu_Anketa_e_ucenje_2012_Rezulta ti_ pdf o GoogleForm. pic= (May 2013) pic= o Pavešić, Leon. Istraživanje mišljenja studenata Filozofskog fakulteta u Zagrebu o Omega sustavu za učenje na daljinu. Zagreb, 2012 o University of Zagreb. E-learning strategy 2007 – May rategija/University_of_Zagreb-E-learning_strategy.pdf ( ) rategija/University_of_Zagreb-E-learning_strategy.pdf

E-learning from the perspective of teachers at the University of Zagreb 1)Summary 2)Introduction 3)Hypothesis 4)Method 5)Results 6)Conclusion 7)References what all this means, and what next 8)Post research - what all this means, and what next

POST RESEACRH: POST RESEACRH: what this means and what next KEY ELEMENTS OF E-LEARNING: o technical framework (supposed to lack) o faculty support (lacks) o teacher’s motivation (exists) o student participation (exists) WHAT NEXT: o research larger and bigger sample (onter UNI’s) o comparation to SRCE’s survey

DO YOU HAVE: o a comment? o a question? o a suggestion?

Thank you for your attention! Thank you for your attention! Anamaria Kudrna Lana Ljevaković